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Classification of children's behavior problems: clinical and quantitative approaches.

M A Stein, J P O'Donnell

    Journal of Abnormal Child Psychology
    |June 1, 1985
    PubMed
    Summary

    Teachers could distinguish children with behavioral disorders, particularly when combining Conduct Disorder and Attention Deficit Disorder. Attention Deficit Disorder appears to be part of a larger conduct problems dimension.

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    Area of Science:

    • Child and Adolescent Psychology
    • Behavioral Psychology
    • Psychiatric Diagnostics

    Background:

    • Distinguishing between behavioral disorders in children is crucial for effective intervention.
    • Previous research has explored teacher perceptions of childhood behavioral issues.

    Purpose of the Study:

    • To compare teacher ratings of children diagnosed with Conduct Disorder, Attention Deficit Disorder, or Anxiety Disorder against physically disabled and normal children.
    • To determine if teacher ratings on the Conners Teacher Rating Scale (CTRS) can accurately differentiate these groups.

    Main Methods:

    • Utilized the Conners Teacher Rating Scale (CTRS) for data collection.
    • Employed discriminant function analyses to classify children based on CTRS ratings.
    • Compared children diagnosed with Conduct Disorder, Attention Deficit Disorder, and Anxiety Disorder to physically disabled and normal control groups.

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    Main Results:

    • Accurate classification (67%) was achieved when Conduct Disorder was grouped with Attention Deficit Disorder, and normal children were grouped with physically disabled children.
    • Teacher raters appeared to categorize children primarily as behaviorally disordered, with or without hyperactivity.
    • Findings suggest Attention Deficit Disorder may be encompassed within a broader dimension of conduct problems.

    Conclusions:

    • Teacher ratings on the CTRS can differentiate between groups of children, particularly when considering combined behavioral diagnoses.
    • The study supports the notion that Attention Deficit Disorder is closely related to, and possibly part of, a wider spectrum of conduct problems.
    • Teacher perceptions highlight a distinction between behaviorally disordered children (with or without hyperactivity) and others.